Childminder 220881

Inspection date

Previous inspection date 31 May 2017 11 June 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder plans a range of meaningful activities based on the children's likes and interests. These set good levels of challenge and support children to make good progress.  Children are motivated to learn and enjoy playing with a wide range of quality toys and resources.  The childminder has established strong partnerships with parents. Parents, through written documentation and questionnaires, express their high levels of satisfaction with the care and education that the childminder provides.  Children are happy and content in the childminder's care. The childminder is warm towards children. She nurtures and praises them, contributing to the development of their self-confidence.  The childminder has established effective relationships with other settings the children attend. This enables her to share relevant information and promote continuity in their learning and development.

p.1

It is not yet outstanding because:

 The childminder does not always gather enough detailed information from parents about what children already know and can do on entry.  The childminder does not always use her self-evaluation as effectively as possible to set and prioritise highly focused targets for improvement.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 gather more information from parents about what their children already know and can do when they start, to help plan for their learning needs as effectively as possible from the very beginning  use self-evaluation more effectively to set and prioritise highly focused targets for improvement to help achieve even better outcomes for children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of how to recognise and report any concerns about a child's welfare. She carries out daily risk assessments of her home to minimise any possible risks or hazards. The childminder works closely with other childminders in the local area, with whom she regularly discusses and shares best practice. Her own professional development is important to her and she attends training whenever possible. The childminder completes the progress check for children aged between two and three years.

p.3

Quality of teaching, learning and assessment is good

The childminder is well qualified and uses her knowledge and skills well to provide children with good opportunities to be active learners. Children benefit from a wide range of play experiences to support their learning and development. For example, children are encouraged to name colours and count the number of vehicles they have. The childminder carefully follows children's lead and skilfully supports their interests. Children respond enthusiastically and show a willingness to try things for themselves. They are provided with a range of sensory exploration to help to develop their mark making skills. For example, children explore flour and salt using a range of tools. The childminder plays alongside children and uses appropriate questions and explanations to help their understanding and develop their vocabulary.

p.3

Personal development, behaviour and welfare are good

The childminder is a good role model. She is calm and respectful in her approach to children. Children behave well as the childminder offers positive praise and recognition of their achievements. She promotes children's developing self-care well, supporting them sensitively through potty training and encouraging their developing awareness of the importance of good hygiene routines. Children regularly attend groups in the community. This helps them to develop relationships as they play alongside other children and further develop their social skills. The childminder places a high importance on promoting children's physical well-being and consistently helps them to enjoy a healthy lifestyle. For example, children have plenty of fresh air and exercise when they regularly play in the garden and visit the local parks and woodland.

p.3

Outcomes for children are good

Children make good progress from their starting points. They are motivated to learn new things and successfully make choices and decisions about their day. They are good communicators with strong social skills. Children are well prepared for the next stages in their learning and their eventual move to school.

p.3

Setting details

Unique reference number 220881 Local authority Northamptonshire Inspection number 1086986 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 11 June 2014

p.4

Telephone number

The childminder registered in 1987 and lives in Northamptonshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

p.4

Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5